The Meanings College Men Make of Masculinities and Contextual Influences on Behaviors, Outcomes, and Gendered Environmental Norms: A Grounded Theory Study
Abstract
The meanings college men make of masculinities and contextual influences on behaviors, outcomes, and gendered environmental norms among male undergraduates are considered in this study. The impetus was the need for additional insight on how gender influences the undergraduate experiences of male students.
Qualitative research methods were employed to examine conceptions of masculinities among a diverse sample of 68 male students enrolled at a comprehensive private research university. Data collection occurred in two phases. Phase One consisted of face-to-face semi-structured individual interviews with 12 undergraduate men. Nine focus groups with a total of 56 participants comprised Phase Two of the data collection.
A grounded theory approach guided the design and execution of the study. Analyses of data yielded an explanatory model of the meanings college men make of masculinities and contextual influences. Five sub-themes characterize the participants’ shared conceptualizations of masculinities: (a) being respected, (b) being comfortable and secure with one’s self, (c) assuming responsibility and leadership, (d) displaying physical prowess, and (e) appealing to women. Pre-college socialization and campus culture were found to be significant contextual factors that influenced the ways in which the participants behaved, interacted, and made judgments about what it meant to be men. The data also revealed that male peer influences, engagement in male subgroups, out-of-class involvement, and academic interests were intervening conditions that facilitated or constrained action in response to the central phenomenon. Finally, several gendered campus norms including misogyny, homophobia, alcohol consumption, “work hard/play hard” mentalities, and male bonding were identified as key outcomes of the interactions between the meaning-making of masculinities, contextual influences, and the intervening conditions.
The findings of this study can inform the work of educators with an interest in supporting male students in their gender identity development. Recommendations are offered for parents, K-12 educators, and postsecondary administrators and faculty. In addition, implications for future research on college men and masculinities are proposed.